The Impact of New Teacher Induction on Beginning Teachers in Charlotte: Mecklenburg Schools - Research Paper Example

Introduction The No Child Left Behind Act 2001 (NCLB) legislation proposes improvement in recruiting, preparing, and training teachers. The proposal is based upon the basic principle that teacher excellence is vital to achieving improved student success. Using funds from the NCLB legislation, school districts have the support and flexibility necessary to improve educational attainment through such initiatives as providing high-quality training for teachers based in scientific research. In return, states will be held responsible for improving the quality of their teachers. One of the researched based approaches to improving teacher quality is the formation of an induction program that includes a mentoring component. Research shows that induction programs that include mentoring are highly effective in transitioning teachers from university classrooms to elementary, middle and high school classrooms. Well-designed mentoring programs increase retention rates for new teachers by improving skills, attitudes and feelings (Boreen, Niday, Johnson, Potts, 2009). “In presenting his new education plan, President Obama vowed to "treat teachers like the professionals they are while holding them more accountable." As part of this process, he said, "new teachers will be mentored by experienced ones (National Journal, 2008).” What does this mean, mentored how and when? On average, the novice teacher sees their mentor one hour per week, total four hours per month. What impact does four hours per month have on novice teacher? Mentors and their mentees need to have set times per week to meet during the school hours, were as the mentor and mentee can have meaningful collegial conversations and able to observe and co-teach together. If we are to retain quality teachers, we need to provide them with the skills and tools they need to be successful in the classroom. Statement of the Problem Schools across the nation are challenged by the NCLB legislation to place a highly qualified teacher in every classroom. This challenge has proven to be very difficult in many school settings. Many districts have turned to formal induction programs which include mentoring as a means to retain new teachers. Research suggests that induction programs are effective at reducing teacher retention. However, there is limited research to suggest that teachers become more effective teachers as a result of participating in induction programs. This qualitative study will explore all facets of an induction program in a large urban school system in an attempt to answer the research questions. Purpose of the Study This qualitative study focuses on using elements of the North Carolina Beginning Teacher Support Program (NCBTSP) as guidelines to evaluate whether and to what extent do those elements positively affect new teacher success. Research Questions It is my hope as the researcher to answer the following questions: How do beginning teachers receive support and what extent to which they develop their decision to stay in the teaching profession? How does support influence the development of the beginning teacher? Is the act of mentoring beneficial to both mentors and mentees? How is the induction program evaluated for the effectiveness in improving teacher practice? These questions have been divided into subsections to answer more appropriately. Methodological Design Research is often defined as the methodical process of trying to find a solution to a problem using acceptable methodology. Research involves more than just finding a known solution to a problem. It requires a vigilant understanding to find out new information and relationships concerning a solution that is unidentified (Tomal, 2003). It has played a very important position in today’s world. Research provides us with plenty of information to solve and make assumptions about many educational problems that we still question. The ability to understand how to interpret and examine research is critical in making decisions about leading schools and providing effective instruction for specific needs. It is essential for the researcher to understand action research, and the importance and impact it has concerning research. Participatory Action Research (PAR) begins with the work of Kurt Lewin, who developed PAR in 1944. It is the process of combing theories and practices through change and reflection (Tomal, 2003). The proceeding research is PAR, “which is a form of professional development for educators and community members because it considers both the context and the content of the issues being studied” (James, Margaret, Milenkiewicz & Bucknam, 2008, p. 11). James, Milenkiewicz and Bucknam state that there are three attributes that contribute to the efficacy of PAR for educators are as follows: PAR is a means of professional development that involves a variety of stakeholders in the improvement of educational practice. The above-mentioned qualities significantly improve the involvement, expertise, and sense of professionalism in PAR practitioners (2008, p. 10). The researcher has chosen to use PAR, which will include qualitative data collection methods of field notes, interviews, and observation methods. According to an analysis by Rory O’Brien (1998), PAR could be summed up into three words specifically, “learning by doing.” The induction programs discussed attempts to teach better practices by the act of doing experiments or studies. How Beginning Teachers Receive Support The support teachers receive consists of formal and informal approaches to developing skills. For example, a teacher begins with a Standard Professional 1 license. The teacher attempts to advance to a Standard Professional 2 after three years. Planning amongst the principals, mentors (exemplary teachers), and beginners include devising an individual enhancement plan. This plan is to implement goals, strategies, and assess the teacher’s knowledge and skills in his or her professional licensure area. During the course of the year the teacher’s skills are monitored and durative conferences are held that reflect and seek better research. Skills are addressed in the conferences for improvement. These plans are dubbed as Individual Growth Plans and reviewed as per the NC Title II monitoring process (NC State Board of Education [NCSBE], 2006). Much support begins within the settings of other colleagues. More senior teachers who are designated by the No Child Left Behind Act 2001 as exemplary teachers assist newer teachers. This allows for enhanced teaching methods and explanation on how to improve his or her skills. These teachers acting as mentors are usually recommended by administrators and other teachers knowledgeable about their performance (Murphy, 2010). Although these plans appear sound, to describe them in scrutiny would be more informative. First, beginning teachers would focus strictly on their assigned area by avoiding other activities not related to the teachers’ profession. Even school related activities are discouraged as it may allow unwanted conditions to emerge, such as distractions and exhaustion. Such activities are known as non-instructional duties, efforts “that are not directly involved with the instructional program or the implementation of the standard course of study, but that all teachers are expected to do” (NCSBE, 2006, p.2). On average, the N.C. Beginning Teacher Support Program (NCBTSP) starts with a two week orientation to prepare teachers in their specialty which includes how to handle student behaviors, teaching planning, a synopsis of examinations, identifying student disabilities, and classroom organization; along with instruction feedback that reflects on the lessons taught and including a host of other essential matters. Even though the mentors train mentees appropriately upon discretion, they should abide by certain policies that meet the requirements set forth by the state (NCSBE, 2006). Other traditional forms of professional development involve workshops. These are typically held outside the classroom, by experienced teachers specialized in skill enhancement. However these implementations are sometimes criticized as ineffective as they may provide insufficient time, activities, and content required for improvement (Garet, Porter, Desimone, Beatrice, & Yoon, 2001). Assigning a skilled mentor is vital for beginning teachers and is the responsibility of the school system to provide adequate training to the mentor as well. In fact, the system recommends that the mentor assist only one mentee at a time. Thus, the mentoring process should be handled with the upmost importance and proper timing to meet with together should be appropriate (NCSBE, 2010, p.3). The Extent that Beginning Teachers Remain in Teaching Professions What determines whether beginning teachers stay or leave the job depends on numerous factors. Many teachers simply feel they are alone and unsatisfied with the profession. The pay may not meet their expectations, student behavioral issues emerge, and inabilities to participate in decision-making will dishearten new teachers. Research has shown that nearly 50 percent of all teachers quit with the first five years due to these problems (Scherff, Ollie, & Rosencrans, 2006). It is the efforts of the NCBTSP to resolve this feeling of isolation and provide better support to beginners. A study of was conducted on two beginning teachers, Lane and Jennifer. The study consisted of exchanging emails and a third party conducted the research. The study started at the beginning of the school year since that time usually the most difficult. Both teachers in the research were considered new and according the third party’s research, they experienced some of the identical problems. Both had fallen victim to perform like a “Super Teacher,” determined to achieve like experienced educators. Both new teachers were very successful in school as students, and likewise felt the need to be over-achievers as teachers. Additionally, the two subjects had transitional problems. This is the problem of transitioning from intern to teacher. The realization to being teachers as opposed to being interns puts pressure on beginners. By losing refuge as an intern and having her “own” class, Jennifer lacked confidence in her skills. Lane often questioned herself about what she could do for herself (Scherff, Ollie, & Rosencrans, 2006, p. 49-51). It could be argued that the super teacher dilemma arises when beginners fail to transition correctly. Primarily, it is the lack of time that really puts strains on beginning teachers. Time to grade papers and plan assignments are limited. Time set aside to rest in order to avoid burnout seems unavailable. Additionally, the research demonstrates that the teachers typically converse about quitting at the beginning of the school and at one particular moment via email communication (Scherff, Ollie, & Rosencrans, 2006, p. 54). It could have been possible that one person’s stress influenced the other by seer email communication. Could have the stress and implication to quit been parasitic and actually contribute to more stress? However, that question may be fit for another discussion. How Does Support Influence the Beginning Teacher? As described, the support given to new teachers typically falls into the form of programs. How much support actually empowers beginning teachers is quite interesting. They participate in some programs, such as the one mentioned above may have a positive effect on performance, but does it eliminate all issues? It has been found that peer support is a strong indicator of influence on beginners. Peers tend to have direct and indirect influence on newcomers. According to Kusum Singh and Bonnie Billingsley (1998), teachers that receive emotional support directly from principals and colleagues experience less burnout from the job. However, peers typically have larger influence on teachers than do principals (p.235). Maybe this is why a large emphasis is put on mentor induction. When looking at other areas, there was little relation to gender, education, or experience, and to teacher professional commitment (p. 238). Gender shows the strongest effect as females have more commitment in the profession. Experience showed no real effect with respect to the research. Studies have shown that longer time duration and contact hours have a positive outcome on influencing beginning teacher knowledge and skills. Programs enacted and enforced by the state tend to have the longer time durations, as opposed to traditional methods (Garet, Porter, Desimone, Beatrice, & Yoon, 2001). This may explain how programs driven by the NCLB Act and NCBTSP are successful in its application. Smith and Ingersoll discovered that teachers who participated in induction programs were less apt to transfer to another school and less likely, after their initial year, to give up the teaching profession (2004, p. 681). This is more likely contributed to extensive use of support programs available. Not only does induction infuse knowledge and skills, they provide additional confidence in his or her specialty and give positive reinforcement. Encouragement from colleagues and principals make a huge difference in helping who stays and who goes. Without proper support from colleagues many teachers are seen as having “an occupation that “cannibalizes its young” in which the initiation of new teachers is akin to a “sink or swim,” “trial by fire,” or “boot camp” experience” (Smith & Ingersoll, 2004, p.682). Other results of the support programs have led some beginning teachers to believe they are given discretion to “make decisions regarding instruction in their own classroom, but much less empowered to influence important school decisions outside their classroom door” (Hirsch, Emerick, Church, and Fuller, 2006, p. 16). Formalities driven by legislature may account for feeling a loss of discretion. Is Mentoring Beneficial to both Mentors and Mentees? Having already covered some benefits mentees receive as a result to mentoring it is important to further observe both parties involved. Mentors gain significantly as it allows the mentor to reflect his or her own knowledge. The mentee may resuscitate the expert’s questioning about support methods, or affirm the mentor’s development. In summary, the role of being of mentor should allow him or her to reflect on skills currently used and to seek any advancement (Danielson, 2002) It is essential that mentoring should give the novice a chance to reflect. This is deemed as professional behavior in that mentees should ask the expert (mentor) many questions. The mentee should probe the mentor questions, for example—how did my students respond? What are my strengths? What should I improve? What are my students’ strengths? Noticeably, these practices do not have sole focus on the novice but also the mentors. This typically increases the chances of retaining experienced teachers. This involvement is beneficial to both parties and through these tactics lessens mentee-isolation; and decreases the probability of occupation jeopardy (Danielson, 2002). How Induction Programs are evaluated in Effectiveness of Improving Teacher Practice Earlier there was a brief summary of how the induction program in North Carolina is actually evaluated. From the state level, assessment starts primarily from the NC General Assembly, which consists of numerous people qualified to oversee certain areas of the state. Teacher must enter the education system meeting a variety of requirements. It is pertinent that these requirements are met in an attempt meet governmental financial needs and subsequently, specific educational standards must suffice to allow success in NC education. For this study, focusing on how the mentor is monitored helps improve the induction program as a whole. According to research in the form of self-surveys, there has been significant step up in the helpfulness of induction programs. Although the numbers could be better, NC compares greatly to other states regarding mentor use. Results were given in graph on a scale from “no help at all,” “helped a little,” “helped some,” “helped a lot,” to “help was critical.” Here are some results. Forty-two percent of mentees state that mentors “helped a lot” in social support and general. Forty-percent claimed that mentors “helped a lot” in district and/or school procedures. Twenty-nine percent said “help was critical” in social and general encouragement (NC General Assembly, 2007, p. 5). Thus, surveys seem to play a part in monitoring the success of induction. However, there are substantial inconsistencies here and more will be addressed in the next section. While surveying mentees, when asked how often mentoring took place, 31 percent said they never planned during the school day. Thirty-four percent had no planning of instruction, and forty-nine percent stated they never observed mentors during instruction. These percentages differ from others as only 15 percent had planning during the school day, 9 percent planned instruction, and 29 percent said mentees observed mentors. In efforts to improve teacher retention and gain consistent results, Charlotte-Mecklenburg Schools have taken up the Santa Cruz New Teacher Project. By substantial use of an expert mentor, induction model mentors meet on a weekly basis with first and second year teachers. The mentees and mentors are matched according to subject expertise, and meet two hours either prior to, during, or following class to provide support. This project has shown dramatic positive changes when implemented and “only 5 percent of participants in the project have left the teaching profession after 14 years” (NC General Assembly. 2007, p. 12). Limitations of the Study This research relies on the truthfulness of the human participants. There is a possibility that the participants may not be honest in their responses and evaluations. In accordance with as the NC General Assembly survey results there may be a bias as to why there holds such an inconsistency with the self-surveys. Could this be due to some fabrication? It may be quite common that mentors answer falsely to appear more productive and attentive to their role. If these theories are true then maybe additional inaccurate projections or studies exist. Additionally, third party staff may not have been studied in this piece including many others that could differentiate inconsistent results. Although North Carolina studies claim to have better working conditions for teachers, biases maybe present when one state does its own research to compare results to another. These results were compared to Arizona, Ohio, Kansas, and Clark County, Nevada; however there is no confirmation in this piece that the study was conducted by educators in a state other than North Carolina (Hirsch, Emerick, Church, & Fuller, 2010). This study also acknowledges inconsistencies between what school principals believe and what teachers believe. While 96 percent of principals say that positive working conditions are present in school, only 51 percent of the teachers claim to have a positive working environment. Thus far, principals and mentors seem to be more likely to give positive answers. Additionally reported, most new teachers do agree that mentoring helps a lot, but many do not appear to be receiving any support; opposite to what principals declare (Hirsch, Emerick, Church, and Fuller, 2006, p. 4). Significance The importance behind teacher induction plans and this paper in particular requires some explanation. Induction programs (primarily in North Carolina) have the intentions to fulfill requirements of the NCLB Act 2001 by providing the skills that will help retain teaching certification of newcomers. According to the State Board of Education, Charlotte-Mecklenburg schools have induction activities that give the overall framework to plan teacher licensure programs. Through these induction programs newer teachers are given the opportunity to progress to various standards. These are labeled Standards I, II, III, IV, and V. Each standard is designed to educate teachers on improving skills such as leadership, respect in the teaching environment, teachers’ requirement to know the content instructed, facilitation of learning for students, and teacher reflection. These induction practices are specifically designed in many ways to strengthen the teachers’ preparation (NC Professional Teaching Standards Commission. 2007, p.1-4). In addition, Charlotte-Mecklenburg Schools have used the New Teacher Center (NTC) model to improve teaching expertise and decrease new teacher attrition rates, decreases of approximately 50 percent (Portner, 2005). Due to an extensive look at the questions presented earlier in the chapter, hopefully answers have been found that show how significant it is to expand the use of research. Chapter Summary This chapter has covered a substantial quantity of the key elements of teacher induction. The programs involving teacher skill and motivation enhancement is fundamental to the overall success of a teacher’s career, an educational establishment, and the students that make up the classroom environment. The No Child left Behind Act has pushed the envelope to exert educational to its potential. As a result, various plans are offered and required to greaten education and keep schools in operation. Through the Participatory Action Research on teacher induction and other beginning teacher programs, we can discover more unique, supplemental, and efficient means to better education. Inconsistencies are often found in research, but the degree to which induction programs have made improvements are great and may override conflicted findings. These findings not only indicate essential changes in new teachers, but show that mentors are able to reflect and assess one’s capabilities in the teaching profession. By using PAR techniques in teacher enhancement preparation, even greater lengths of induction development may unfold, consequently bettering education. References Boreen, J., Niday, D., Johnson, M. K., & Potts, J. (2009). Mentoring beginning teachers: Guiding, reflecting, coaching (5th ed.): Stenhouse Publishers. Danielson, Lana. (2002) Developing and retaining quality classroom teachers through mentoring. The Clearing House. 75 (4) 183-185. Garet, M. S., Porter, A. C., Desimone, L. 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